Frank R. Baskind

Results of the Doctoral Faculty Publication Project: Journal Article Productivity and Its Correlates in the 1990s.

Results of this longitudinal study of the 1990s revealed that 12 of 61 doctoral faculties (20%) were responsible for 43% of journal articles published. Publication rates of these faculties appeared to accelerate in the 1990s and correlated positively with measures of program size and longevity. However, when all variables were controlled, the perceived academic quality of MSW programs was the sole correlate of faculty publication. Overwhelmingly, faculties of US News and World Report’s most highly rated MSW programs at the end of the decade were also the most frequently published. Implications of these findings are identified and discussed.

THE SECOND DECADE OF THE FACULTY PUBLICATION PROJECT: JOURNAL ARTICLE PUBLICATIONS AND THE IMPORTANCE OF FACULTY SCHOLARSHIP

This report summarizes the findings of the Faculty Publication Project for 2000–2004 and examines the association between faculty scholarship expectations and publication productivity at the leading graduate programs. Findings suggest higher rates of faculty publication in recent years and increases in multi-authored publications and articles published in non-social work journals. However, the correlation between the scholarship expectation and publication was not statistically significant when controlled; rather U.S. News and World Reports ratings of master of social work programs continue to be the major correlate of publication productivity. Implications for the profession, the graduate schools, and for individual faculty members are discussed.

The 1990s Publication Productivity of Schools of Social Work with Doctoral Programs: “The Times, are They A-Changin'?”

Abstract The majority of previous studies of publication productivity of social work faculty reviewed only a handful of social work journals and did not distinguish between types of academic programs. This study focuses on 1,349 full-length articles published by the faculty of 45 U.S. doctoral programs between January 1990 and September 1993 in 21 social work journals and 193 non-social work journals. Analysis of the rankings of journals and of the total and per capita production of individual programs produced several notable findings: programs varied greatly in publication rates, but 42.2% averaged less than one article per faculty member during the 3 3/4 years studied; seven journals contained nearly 60% of the articles in social work journals; and over 40% of the articles appeared in non-social work journals. Implications of these findings for professional education are identified and discussed.

Listening to the Voices of Individuals With Disabilities

Social work literature, research, and practice on disabilities has lagged behind other topical areas dealing with oppressed groups. The social work literature remains “expert focused” and generally fragmented into discussions of specific disabilities or subpopulations. A viable general model that deals with the personal experience of disability is not available. This exploratory study presents a social work literature search and analysis as well as interviews with six individuals with disabilities about their experiences with social workers. Individuals with disabilities assert that they were treated as though they had categorically fewer aspirations, abilities, and perhaps even fundamental rights than did nondisabled people. This study provides a base for follow-up research on models of consumer-focused social work practice in the area of disability.

Getting Beyond the Productivity Gap

Although contemporary definitions of scholarship describe diverse activities through which faculty develop, verify, and advance knowledge of their profession, evaluations of social work program productivity have continued to emphasize the quantity of full-length articles published in selected social work journals. For this study, the authors applied a conceptual framework based on the intended audience and the function of over 1,700 articles and book reviews published from 1990-1993 by faculty of professorial rank at 45 social work doctoral programs. Hierarchical cluster analysis revealed four qualitatively distinct patterns of scholarly productivity, none of which was associated with quantitative productivity. Implications for social work practice and for knowledge development are identified and discussed.

Advancing Social Work With Older Adults

The rapid growth in the older population of the United States and the related increasing needs for services and healthcare providers reveal a crisis confronting U.S. society and the profession of social work. This article highlights the strategic investments of the John A. Hartford Foundation and its geriatric social work education initiatives to address the crisis. The transformative impact of the foundation is seen in the capacity of the social work profession to sustain the initiatives.

Is Foundation Content an Archaic Educational Construct? No!

able to see beyond these expectations. This debate presents an opportunity for me to step back and imagine the experi ences of graduates of a social work pro gram that did not use foundation content as an educational construct, review my understanding of the evolution of foun dation content during the last half cen tury, speculate about the downside of this approach, and identify some consid erations and directions for the future. As

Exploring Strategies to Advance Public-Sector Funding in Geriatric Social Work Education

Changing U.S. demographics and family composition are challenging social work education programs to reposition and reconsider how to prepare students for practice in the field of geriatrics. Implications for future social service and health care needs include ongoing training and education of students with competencies in serving geriatric populations; identifying barriers to training, educating and employing geriatric-trained social workers; and advancing public-sector funding for these initiatives. The proposed strategies presented here identify educationally relevant service dollars, a rationale for this funding, as well as strategic initiatives to maximize Medicaid funding for geriatric social work education.